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Students’ approaches to study, conceptions of learning and judgements about the value of networked technologies

Buckley, Charles, Pitt, Edd, Norton, Bill, Owens, Tessa (2010) Students’ approaches to study, conceptions of learning and judgements about the value of networked technologies. Active Learning in Higher Education, 11 (1). pp. 55-65. ISSN 1469-7874. (doi:10.1177/1469787409355875) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:35070)

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http://dx.doi.org/10.1177/1469787409355875

Abstract

This project examined the relationships between students’ approaches to study, conceptions of learning and

52-item Approaches and Study Skills Inventory for Students (ASSIST), and a series of focus group interviews

Significant positive associations were found between both deep and strategic approaches to study and

positive about the incorporation of technology but had some concerns about the time needed to become

which knowledge might be interpreted. The online forum was viewed as a site where they could benefit from

sharing of personal experiences. Recommendations are offered for designing a blended curriculum.

Item Type: Article
DOI/Identification number: 10.1177/1469787409355875
Uncontrolled keywords: approaches to study; blended learning; networked technologies; undergraduate students
Subjects: L Education > L Education (General)
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 03 Sep 2013 13:29 UTC
Last Modified: 16 Feb 2021 12:46 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/35070 (The current URI for this page, for reference purposes)
Pitt, Edd: https://orcid.org/0000-0002-7475-0299
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